本文選題：小學(xué)教師 + 教師課程創(chuàng)生　； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：基礎(chǔ)教育課程改革的深入發(fā)展,呼喚教師成為主動(dòng)探索、實(shí)踐和反思的課程創(chuàng)生者。教師是處于學(xué)校場(chǎng)域中具有生命自主性的“文化人”,良好學(xué)校文化生態(tài)是促進(jìn)教師課程創(chuàng)生的精神動(dòng)力和價(jià)值支持。因此,探析教師課程創(chuàng)生的學(xué)校文化生態(tài),營(yíng)造“會(huì)創(chuàng)生、愿創(chuàng)生、敢創(chuàng)生”的學(xué)校課程創(chuàng)生文化氛圍,對(duì)于教師自主建構(gòu)合理的課程創(chuàng)生內(nèi)部能量系統(tǒng),實(shí)現(xiàn)教師課程創(chuàng)生從“自為”走向“自覺”,具有重要的價(jià)值和意義。本研究旨在以“文化生態(tài)”作為切入點(diǎn),關(guān)注教師個(gè)體、教師所處文化氛圍、教師所處的生態(tài)環(huán)境在教師課程創(chuàng)生中的作用機(jī)制,重建課程創(chuàng)生中“人的維度”,認(rèn)為教師的課程創(chuàng)生需立足于和諧共生的學(xué)校文化生態(tài),依托于合作互助的教師群體文化。本研究主要采取文獻(xiàn)分析法,對(duì)教師課程創(chuàng)生、文化生態(tài)和學(xué)校文化生態(tài)研究現(xiàn)狀進(jìn)行了系統(tǒng)梳理,在此基礎(chǔ)上分析其內(nèi)涵與特征,提出教師課程創(chuàng)生與學(xué)校文化生態(tài)的理論基礎(chǔ)。選取重慶市J小學(xué)作為案例學(xué)校,采用個(gè)案分析法、訪談?wù){(diào)查法和實(shí)物分析法對(duì)J小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)圖景進(jìn)行深入剖析,得出模型建構(gòu)的基本文化生態(tài)要素。最后,運(yùn)用系統(tǒng)分析法構(gòu)建了小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)模型,并進(jìn)一步探討該模型的構(gòu)成要素和運(yùn)行機(jī)制。本文主要包括以下幾個(gè)部分:第一部分,導(dǎo)論。主要闡明了研究的緣起,系統(tǒng)地梳理和分析了國(guó)內(nèi)外關(guān)于教師課程創(chuàng)生、文化生態(tài)與學(xué)校文化生態(tài)的研究現(xiàn)狀,并在此基礎(chǔ)上提出本論文的研究設(shè)計(jì),包括研究的目的、意義、思路、方法、研究假設(shè)以及案例學(xué)校的選取。第二部分,分析教師課程創(chuàng)生與學(xué)校文化生態(tài)的內(nèi)涵與特征。首先闡述了教師課程創(chuàng)生的內(nèi)涵,論述了教師課程創(chuàng)生具有自覺性、批判性和文化性等特征。其次,從文化生態(tài)的內(nèi)涵入手,闡明了學(xué)校文化生態(tài)的內(nèi)涵,探討了學(xué)校文化生態(tài)的三種類型:適應(yīng)型、規(guī)約型和創(chuàng)生型。最后,分析了基于教師課程創(chuàng)生的學(xué)校文化生態(tài)具有整體生成性、多元開放性、兼容并包性和互動(dòng)共生性等特征。第三部分,介紹教師課程創(chuàng)生與學(xué)校文化生態(tài)的理論基礎(chǔ)。本部分主要探討了文化生態(tài)理論、組織行為學(xué)理論、共生理論和群體動(dòng)力學(xué)理論的主要內(nèi)容以及各理論對(duì)教師課程創(chuàng)生與學(xué)校文化生態(tài)的啟示。第四部分,實(shí)地調(diào)查重慶市J小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)。該部分從學(xué)校文化生態(tài)的內(nèi)外部生境入手系統(tǒng)探討重慶市J小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)圖景。一方面,從學(xué)校課程文化、課堂文化、教師文化、學(xué)生文化四個(gè)方面觀照教師課程創(chuàng)生的學(xué)校文化生態(tài)內(nèi)部生境。另一方面,從社會(huì)文化、家長(zhǎng)文化、社區(qū)文化和學(xué)區(qū)文化四個(gè)方面來審視其外部生境,從而總結(jié)出基于學(xué)校文化生態(tài)的J小學(xué)教師課程創(chuàng)生文化轉(zhuǎn)型,主要表現(xiàn)為:教師的課程觀念由單一封閉走向多元開放,課程角色由忠實(shí)執(zhí)行者走向反思建構(gòu)者,課程實(shí)施從工具理性走向文化理性。第五部分,剖析小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)價(jià)值追求。該部分旨在厘清教師課程創(chuàng)生與學(xué)校文化生態(tài)的內(nèi)在邏輯關(guān)聯(lián):學(xué)校文化生態(tài)是激發(fā)教師課程創(chuàng)生的原動(dòng)力,教師課程創(chuàng)生促進(jìn)良好學(xué)校文化生態(tài)的培育。并指出基于學(xué)校文化生態(tài)的教師課程創(chuàng)生包含了植根教師課程創(chuàng)生的現(xiàn)實(shí)文化生境,追尋教師課程創(chuàng)生的合作交往氛圍,秉持教師課程創(chuàng)生的良性交互創(chuàng)生,彰顯教師課程創(chuàng)生的文化自覺品性等價(jià)值規(guī)定。第六部分,構(gòu)建小學(xué)教師課程創(chuàng)生的學(xué)校文化生態(tài)模型。該模型的構(gòu)成要素分為基礎(chǔ)性要素、生成性要素和內(nèi)生性要素,其中基礎(chǔ)性要素由社會(huì)文化生態(tài)子系統(tǒng)、課程文化生態(tài)子系統(tǒng)、課堂文化生態(tài)子系統(tǒng)組成,生成性要素包括教師文化生態(tài)子系統(tǒng)和學(xué)生文化生態(tài)子系統(tǒng),內(nèi)生性要素則包括文化生態(tài)主體自我更新的理念自覺、多維融合的素養(yǎng)自覺和文化實(shí)踐的能力自覺等多重自覺,三個(gè)要素之間相互作用、相互依存,遵循互動(dòng)、穩(wěn)定、共生的運(yùn)行機(jī)制,發(fā)揮學(xué)校文化生態(tài)系統(tǒng)的整體效應(yīng),以強(qiáng)大文化合力激發(fā)教師課程創(chuàng)生的文化自覺。
[Abstract]:The in-depth development of the curriculum reform of basic education calls for the teachers to be the initiator of the initiative exploration, practice and reflection. The teachers are the "cultural people" with life autonomy in the field of the school, and the good school culture ecology is the spiritual motive and value support to promote the creation of Teachers' curriculum. Cultural ecology is of great value and significance for teachers to create a cultural atmosphere of "creating life, creating life and creating a life", which is of great value and significance for teachers to construct a rational internal energy system for the creation of a reasonable course, and to realize the "self" from "self" to "self-consciousness". The teacher's individual, the cultural atmosphere of the teacher, the role mechanism of the teacher's ecological environment in the creation of the teacher's curriculum, the reconstruction of the "human dimension" in the course creation, that the teacher's curriculum creation should be based on the harmonious and symbiotic school culture ecology, and rely on the group culture of cooperation and mutual assistance. The research mainly adopts the literature analysis method, This paper systematically reviews the present situation of teacher curriculum creation, cultural ecology and school culture ecology. On this basis, it analyzes its connotation and characteristics, and puts forward the theoretical basis of teacher curriculum creation and school culture ecology. It selects the J primary school in Chongqing as a case school, using case analysis method, interview survey method and physical analysis method to J primary school teaching. The basic cultural and ecological elements of the model are deeply analyzed and the basic cultural and ecological elements of the model are obtained. Finally, the system analysis method is used to construct the school cultural ecological model of the primary school teachers' curriculum creation, and the elements of the model and the operating mechanism are further discussed. The main part of this paper is the following parts: first Part, introduction, mainly clarifies the origin of the study, systematically combs and analyzes the domestic and foreign research status about the creation of teacher curriculum, cultural ecology and school culture ecology, and on this basis puts forward the research design of this paper, including the purpose, significance, thought, method, hypothesis and selection of case schools. Second parts. The connotation and characteristics of teacher curriculum creation and school culture ecology are analyzed. First, the connotation of teacher curriculum creation is expounded, and the characteristics of teachers' curriculum creation are characterized by self-consciousness, critical and cultural characteristics. Secondly, from the connotation of cultural ecology, the connotation of school culture life is clarified, and three types of school cultural ecology are discussed. In the third part, the third part introduces the theoretical basis of teacher curriculum creation and school culture ecology. This part mainly discusses the theory of cultural ecology and organization. The main contents of behavioral theory, symbiotic theory and group dynamics theory as well as the Enlightenment of each theory to the creation of teacher curriculum and school culture ecology. The fourth part is to investigate the school culture ecology of the J primary school teachers in Chongqing. This part discusses the J primary school from the internal and external habitats of the school culture ecology. On the one hand, from the four aspects of school curriculum culture, classroom culture, teacher culture and student culture, on the one hand, the inner habitats of the school culture ecology of the teachers' curricula are observed. On the other hand, the external habitats are examined from four aspects: social culture, parents' culture, community culture and school district culture. This paper summarizes the transformation of the J primary school teachers' creative culture based on the school culture ecology. The main manifestations are: the curriculum concept of teachers from a single closed to multiple open, the role of the curriculum from the faithful to the rethinking constructor, the curriculum implementation from the tool reason to the cultural rationality. The fifth part is to analyze the school text of the primary school teachers. The purpose of this part is to clarify the inner logical relationship between the teacher's curriculum creation and the school culture ecology: the school culture ecology is the motive force to stimulate the teacher's curriculum creation, and the teacher's curriculum creation promotes the cultivation of the good school culture ecology. Cheng Chuangsheng's realistic cultural habitat seeks the cooperative communication atmosphere of the teacher's curriculum creation, holds the positive interactive creation of the teacher's curriculum creation, highlights the cultural consciousness of the teacher's curriculum creation and other values. The sixth part, constructs the school culture model of primary school teachers' curriculum creation. The elements of the model are divided into basic needs. The basic elements are composed of the social culture ecological subsystem, the curriculum culture ecosystem and the classroom culture ecology subsystem. The generative factors include the teacher culture ecological subsystem and the student cultural ecology subsystem, and the endogenous factors include the concept of the self renewal of the cultural and ecological subjects. Sense, multi-dimensional integration of the accomplishment consciousness and cultural practice ability consciousness and so on multiple consciousness, the three elements interact, depend on each other, follow the interactive, stable, symbiotic operating mechanism, play the overall effect of the school cultural ecosystem, and stimulate the cultural consciousness of the teaching teacher's curriculum creation by the strong cultural joint force.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G622.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馮士季;;復(fù)雜性思維視域下的教師課程創(chuàng)生[J];課程教學(xué)研究;2016年03期

2 胡定榮;;學(xué)校課程創(chuàng)新:從自主到協(xié)同[J];課程.教材.教法;2015年11期

3 楊旭紅;;區(qū)域課程領(lǐng)導(dǎo)力建設(shè)的探索與實(shí)踐[J];基礎(chǔ)教育課程;2015年18期

4 李存生;;課堂文化共同體:有效課堂教學(xué)的實(shí)踐路徑[J];教育探索;2014年09期

5 向海英;;我國(guó)學(xué)前課程創(chuàng)生思想的發(fā)展與思考[J];當(dāng)代教育科學(xué);2014年17期

6 茹榮芳;曹雪梅;;專業(yè)學(xué)習(xí)共同體:走向文化生態(tài)的教師教育實(shí)踐[J];河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2014年04期

7 沈建民;;教師課程創(chuàng)生“三狀態(tài)”的哲學(xué)思考[J];教育發(fā)展研究;2014年02期

8 吉秀霞;邢秀茶;;教師培訓(xùn)的“文化生態(tài)學(xué)習(xí)共同體”建設(shè)[J];繼續(xù)教育研究;2014年01期

9 向海英;;幼兒園課程創(chuàng)生的資源開發(fā)與利用策略[J];學(xué)前教育研究;2013年10期

10 沈建民;;試論教師課程創(chuàng)生的“能量系統(tǒng)”的建構(gòu)及操作策略[J];教育理論與實(shí)踐;2013年22期

相關(guān)重要報(bào)紙文章 前1條

1 李志峰;;看南岸如何建設(shè)國(guó)家中心城市現(xiàn)代化教育強(qiáng)區(qū)[N];重慶日?qǐng)?bào);2011年

相關(guān)博士學(xué)位論文 前8條

1 袁丹;基于學(xué)校文化的教師教學(xué)個(gè)性研究[D];西南大學(xué);2014年

2 胡方;文化理性與教師發(fā)展：校本教研中的教師文化自覺[D];西南大學(xué);2013年

3 張姝;論教師的文化覺醒及其教學(xué)實(shí)現(xiàn)[D];西南大學(xué);2011年

4 向海英;學(xué)前教育課程創(chuàng)生研究[D];山東師范大學(xué);2010年

5 姜新生;批判與建構(gòu)：學(xué)校課程文化研究[D];湖南師范大學(xué);2008年

6 徐建;當(dāng)代中國(guó)文化生態(tài)研究[D];華東師范大學(xué);2008年

7 李燕;共生教育論綱[D];山東師范大學(xué);2005年

8 徐書業(yè);變革的趨向：轉(zhuǎn)型期的學(xué)校文化生態(tài)研究[D];西南師范大學(xué);2003年

相關(guān)碩士學(xué)位論文 前10條

1 白露;新疆民營(yíng)企業(yè)文化生態(tài)和諧構(gòu)建研究[D];石河子大學(xué);2015年

2 王志鳳;教育生態(tài)學(xué)視野農(nóng)村教師專業(yè)學(xué)習(xí)的研究[D];華東師范大學(xué);2015年

3 劉瑩;文化生態(tài)視域下的中小學(xué)教師專業(yè)發(fā)展研究[D];西南大學(xué);2014年

4 高建;基于文化生態(tài)學(xué)的深圳城中村改造空間策略研究[D];哈爾濱工業(yè)大學(xué);2013年

5 田婷;文化生態(tài)視野下的文化旅游企業(yè)發(fā)展研究[D];北京交通大學(xué);2012年

6 王靖;教師文化生態(tài)理論與實(shí)踐研究[D];南京師范大學(xué);2011年

7 徐曉紅;新課改背景下農(nóng)村初中課堂文化生態(tài)研究[D];西南大學(xué);2010年

8 周運(yùn)才;基于共生理論的城鄉(xiāng)基礎(chǔ)教育統(tǒng)籌發(fā)展研究[D];湖南師范大學(xué);2009年

9 張彥美;網(wǎng)絡(luò)環(huán)境下教師學(xué)習(xí)共同體的構(gòu)建研究[D];山東師范大學(xué);2009年

10 韓振麗;文化生態(tài)的哲學(xué)探析[D];新疆大學(xué);2008年

，

本文編號(hào)：1901603